California community colleges – Page 2 – Public Policy Institute of California

How Community College Reforms Could Help English Learners

[vc_row][vc_column][vc_column_text]Due in large part to their mission of access and affordability, community colleges play a key role in educating immigrant students, especially those who are English Learners. In 2016–17, more than 58,000 first-time community college students in California enrolled in English as a Second Language (ESL) courses.

For many students, taking ESL courses may be linked to the desire to improve their socioeconomic prospects. Indeed, community college students who earn a credential or transfer to get a four-year degree are well positioned to climb the economic ladder. In an economy that increasingly demands skilled workers, there is tremendous untapped potential in increasing the educational attainment—and economic trajectories—of ESL students.

California’s community colleges have undertaken several reforms that aim to improve student success and close equity gaps. These reforms—spurred by AB 705 and the new Guided Pathways framework—present a ripe opportunity to help more ESL students get on the path to completing college composition, a requirement to earn a college credential or transfer.

These initiatives are primarily focused on addressing the needs of students who intend to pursue a degree or transfer. However, our most recent research finds that about two-thirds of ESL students (66%) are not on track to do so—and may consequently be left out of the reforms. (We consider students on track if they take any ESL course required to access college composition and at least one course other than ESL or English.)

ESL students who are not on track are more likely to come from historically underrepresented groups. For instance, we find that compared to students taking ESL courses needed for college composition, those not taking these courses are more likely to be older and Latino. They are also more likely to have unknown citizenship status (a possible signal of being undocumented) and to have not graduated high school.

As colleges across the state reform their ESL sequences and programs of study, it will be critical to ensure that all students have the opportunity to earn a degree or transfer. The two-thirds of ESL students currently not on track to do so are the most vulnerable. These students have already taken the major step of enrolling in college. To improve their likelihood of advancing, colleges could provide clearer and more effective ESL sequences and degree and transfer pathways, as well as stronger student supports, including advising, placement, and information about available degrees and certificates.

Some colleges are already working on these issues. Initiatives like the Guided Pathways ESL Milestone certificates at Cypress College—the result of AB 705 and Guided Pathways efforts—present a unique example of how colleges can structure ESL programs and certificates to help English Learners get on a pathway toward a college credential.

Finally, it is important to acknowledge that there are some ESL students who take ESL coursework for reasons unrelated to a degree. As colleges redesign their ESL programs, working alongside non-credit ESL programs, adult education schools, and community-based ESL programs could help ensure that colleges are keeping the diverse needs of ESL students in mind.[/vc_column_text][/vc_column][/vc_row]

Video: Career Education and Economic Mobility in California

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Career education, also known as vocational education or career technical education (CTE), prepares a wide range of Californians for employment and economic advancement. Community colleges are a major provider of career education in California, offering short- and long-term certificates along with associate degrees across a variety of fields of study.

In this video, senior research associate Shannon McConville discusses the importance of career education for California and what new PPIC research says about its economic benefits. Career education credentials can provide substantial earnings gains and also helps create a strong California workforce over the long term.

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New Federal Data Sheds Light on Student Debt in California

For the first time ever, the federal government has released data on loan debt for college graduates by type of degree and field of study. The data includes federal loans from three programs (Direct Loans, Federal Family Education Loans, and Graduate PLUS Loans) for students graduating in 2014–15 and 2015–16. This release is especially timely in light of national discussions about the cost of college–with some Democratic presidential candidates arguing for debt-free college and loan forgiveness. In just those two academic years, more than 300,000 Californians graduated from college (with degrees ranging from PhDs to vocational certificates) with debt. The total amount of federal debt among those graduates exceeded $10 billion.

Some of the findings from the recently released data are not surprising. For example, undergraduates at public colleges and universities in California are less likely to take on debt than their peers in the rest of the country. And when students in California do take on debt, the amounts tend to be lower. Federal loan debt for Californians earning bachelor’s degrees at UC and CSU averages $5,000 less than at public universities in the rest of the country ($17,400 versus $22,400). And undergraduates in California are less likely to take out federal loans (42%) than their peers in the rest of the country (53%). Only 6% of associate degree holders from the state’s community colleges have federal loans, compared to 29% of public community college graduates in the rest of the country. Students at California’s public colleges and universities are also less likely than their counterparts at the state’s private institutions to take on debt, and those who do take out loans graduate with less debt.

Other findings are striking. In California and the rest of the nation, graduate students tend to have far higher loan amounts than undergraduates, with professional degree holders incurring the most debt—generally well over $100,000. The most common professional degrees are in law, medicine, and dentistry. Graduates of professional schools at private nonprofits in California incur the most federal loan debt—almost $200,000. In general, graduate students at California’s public universities are less likely to take on debt, and their loan amounts are lower than those for students at private colleges. Even so, graduate students at public institutions are incurring large amounts of debt.

Large debt levels among graduate students reflect higher tuition for many programs. For example, tuition and fees at UC Berkeley’s law school are almost $60,000 for 2019–20, compared to less than $20,000 for academic graduate programs such as English. High demand for many graduate professional programs coupled with expectations of earnings premiums account for both the higher tuition and students’ willingness to take on debt.

Policies to address student debt must be mindful of which students take on debt, the range of institutions and areas of study, and the ability of students to pay back their debt. These are critical concerns in putting college graduates on the path to economic mobility and long-term financial security.

A New Look at College Enrollment Rates

California’s K–12 districts and schools are responsible for preparing students for college and career. But until recently, data has not been available to determine their success in actually getting students to apply to and attend college. Now, however, the California Department of Education has published data on college enrollment among recent high school graduates, using information from the National Student Clearinghouse. Initial findings show wide disparities in college enrollment across racial/ethnic groups and throughout the state’s regions—including within school districts themselves.

According to the data, about 65% of California’s high school graduates attended college within a year of graduation in 2017–2018 (the most recent data available). But there are wide differences. For instance, Latino students—the majority of K–12 students—have a relatively low rate of college enrollment (58%), while rates for Asian American students (84%) are quite high. Asian American students are also much more likely to attend a University of California campus than other students. African-American students have a similar enrollment pattern as Latino students, except many more opt to go to college in another state. White and multi-racial students also enroll in out-of-state colleges or universities at rates above the state average.

Differences by school, district, and region are also available in the data (you can check your local district’s college enrollment rates here). Fresno provides a good example. Fresno County has higher college enrollment rates than the state, but students are much less likely to attend a UC and much more likely to attend a CSU or community college—perhaps because of the strong presence of Fresno State and local community colleges, as well as the greater distance to most UC campuses.

Among the many districts in Fresno County, students from Fresno Unified School District are relatively more likely than others to attend college. But there is plenty of variation within the district. Sunnyside High has very high enrollment rates; however, rates are lower than the district average for UC and much higher for community college. By contrast, Edison High has much higher than district average enrollment at UC, private, and out-of-state schools.

Enrolling in college or university is a goal for many high school students. But because the existing K–12 and higher education data systems are not linked in California, this is the first time in over a decade that the state has good information about whether high school students are meeting that goal. With the passage of SB75, California has begun the process of building a statewide longitudinal data system that will connect the existing student data systems between K–12 and higher education. The new enrollment data provide the first glimpse of the promise of a connected education data system. Linking data across segments could yield useful new information—such as whether students were successful in their college courses—which would fit nicely in the state’s dashboard on college readiness.

Training California’s Students for Well-Paying Jobs

California’s community college system is the largest provider of career education—also known as career technical education or vocational education—in the state. Career education programs play a critical role in training students, especially underserved and nontraditional students, for jobs that provide solid wages but don’t require a four-year college degree.

How can colleges identify these jobs? In a recent PPIC report, we compare occupational earnings to regional poverty thresholds to assess how future workforce needs connect to well-paying jobs that don’t require a four-year degree. Other work by the Brookings Institute focuses on “opportunity industries,” in which good jobs—those that provide stable employment, middle-class wages, and benefits—represent an above-average share of the industry’s total jobs and are filled by workers with only some college training.

Opportunity industries are largely concentrated in fields that align with many of the community colleges’ career education disciplines, including business, engineering, health, information technology (IT), and public and protective services. A critical question is whether students are successfully completing programs that will prepare them for careers in these fields.

The good news is that over the past 20 years, there has been a consistent upward trend in the completion of career education credentials in California’s community colleges, with major gains observed in the last decade. This increase spans industries. Notably, more degrees and certificates are being earned in health than in any other discipline—this is important since health credentials are especially valuable in increasing students’ subsequent earnings.

But not all credentials are associated with large economic gains. For example, in our analysis of wage returns, we find that career education credentials in business and IT do not provide much of a wage boost.

Furthermore, there seems to be a mismatch between the awards with the most value and the awards students are earning. While awards from longer programs generally tend to confer more value than those from shorter ones, completion of short-term awards has increased in several career education disciplines.

Community colleges and industry partners need to work together to ensure students have a path to well-paying jobs and the tools needed to succeed. As shown in our research, some of that work begins with colleges structuring effective pathways to these industries and clearly communicating the economic returns and opportunities available to students.

Moreover, strong partnerships between community colleges and nearby industries will be essential in creating a bridge between students and their industry of choice. Ultimately, these efforts can help improve the economic well-being of individual students and the state as a whole.

Video: Career Pathways and Economic Mobility at California’s Community Colleges

About a third of future jobs in California will require more than a high school diploma but less than a bachelor’s degree. By training workers for these jobs, career education—also known as career technical education or vocational training—plays an integral role in meeting California’s workforce needs and improving students’ economic well-being.

At an event in Sacramento last week, PPIC researcher Shannon McConville outlined the findings of a new report on career education and economic mobility, and a panel of experts discussed the implications for students, colleges, and the state as a whole.

McConville noted that completing a career education credential at a California community college confers a 20% wage gain, on average. But economic benefits vary greatly across program areas. For instance, returns to health credentials tend to be substantial, while business and IT credentials yield lower returns.

The panelists began by highlighting current efforts to improve students’ labor market outcomes. Marty Alvarado, executive vice chancellor for educational services at California’s community colleges, explained the system’s “two-pronged approach” to making sure programs connect to in-demand, high-return careers. One area of focus is regional infrastructure, which includes regional labor market centers that provide colleges with data on local industries. The second area includes tools to help students better navigate their program choices, “while also trying to make transparent the earnings projections for students as they move into these career options.”

Supporting students—especially low-income students from underrepresented demographic groups—in completing high-return credentials was another topic of conversation. Alvarado discussed efforts at the community colleges to streamline processes that may be creating “unnecessary barriers for students,” while Assemblymember Autumn Burke emphasized the importance of access to social safety net services so students can focus on their career.

Alma Salazar, senior vice president of the Center for Education Excellence and Talent Development at the Los Angeles Area Chamber of Commerce, noted that all stakeholders need to be involved. “How do we get the system as a whole to take ownership in helping us collectively solve for these problems? . . . It has to go beyond Sacramento. It has to go beyond the system’s leadership. It has to get to the institutional level and the people who work [there], who have to be equally committed.”

While many see the evolving nature of work and increasing automation as challenges, Assemblymember Burke was optimistic about providing a “just transition” for workers who may lose jobs in fast-changing industries. “We can train people for this new economy [and] prepare them now. . . . It’s a shortcoming to worry about losing minimum-wage jobs, because there’s so much opportunity on the other side.”

Reforming California’s Community College System

California’s community colleges have a strong record of providing access to higher education—they enroll more students than any other college system in the country, including large shares from groups that have been historically underrepresented. But improving student outcomes has long been a challenge: fewer than half (48%) of students earn a degree or certificate or transfer to a four-year college. The community college system is implementing a broad range of reforms designed to address these high rates of incompletion. These reforms focus on improving the student experience from initial enrollment to graduation and beyond.

From our perspective, the most dramatic reforms are in developmental (or remedial) education. In the past, a large majority of students entering the community college system have been placed in developmental education courses in English and/or math, and relatively few have gone on to complete transfer level courses. But the passage of Assembly Bill (AB) 705 in 2017 has required colleges to implement assessment and placement procedures, including new curricula that result in more students completing transfer-level courses in English and math within one year of entering. Our work has shown substantial improvements at colleges that have been early implementers of these new procedures. For example, 70% of students who entered directly into transfer-level courses in English with co-requisite support (a form of concurrent remediation) successfully completed the course, compared to 29% of those who began in a prerequisite developmental education course. Full implementation of AB 705 will occur this fall.

Other reforms aim to improve student pathways throughout community college and beyond. For example, the Guided Pathways program is designed to help students navigate through community college by helping them choose programs of study, mapping pathways to their end goals, and ensuring that they stay on those pathways. Another new program, the Associate Degree for Transfer, guarantees admission to a California State University campus in a major aligned to a student’s community college course of study. All of these reforms make equity a primary consideration. The student-centered funding formula links these efforts by tying a portion of district funding to equity and success outcomes, including completion of transfer-level math and English within the first year, certificates or degrees granted, and transfers to four-year universities, among others.

Implementing new programs and policies is not easy, and it will take time to assess the results. But, as PPIC has shown, many of these reforms are showing early promise.

Coping with High Housing Costs in College

California’s housing crisis affects college students around the state. Over the past eight years—even as tuition has been stable at California’s public colleges and universities—the cost of attending college has risen because housing costs have gone up. Most students at California’s community colleges and in the California State University system pay more for housing than they do for tuition. At the University of California, housing costs are on par with tuition (for those who pay full tuition).

One way students limit their housing costs is by living with their parents or other family members. For most students, living at home is much cheaper than living in housing provided by the university or in an apartment off campus. Housing costs vary across systems, but in every case living with family is much less expensive than other housing options. And the savings are large—as much as $10,000 a year.

In fact, the large majority of California undergraduates do live at home (69% in 2017), and that share has been increasing over the past few decades, according to the American Community Survey. Moreover, California college students are substantially more likely to live at home than their counterparts in the rest of the nation.

Partly, this difference reflects the mix of colleges in California. Community college students are especially likely to live with parents—not surprising given the broad geographic coverage of this system. And CSU students are more likely to live at home than UC students. But the difference in living situations between California students and their peers nationwide almost certainly reflects California’s higher housing costs.

Living at home while attending college can be a great way to reduce costs. But it also has a downside. Research suggests that students who live at home are less connected to their college—and less likely to graduate.

California’s colleges and universities cannot solve the state’s housing crisis, but many of them are working to expand on-campus housing opportunities. They are also working with the state to develop ways to expand grants to cover housing costs as well as tuition. The governor’s proposed budget includes $40 million to provide emergency housing support for UC and CSU students (including those struggling with homelessness).

With no quick solution to the high cost of housing in California, thoughtful actions will be critical to providing support to college students across the state.

Leveling the Playing Field in College Admissions

Recent news of wealthy parents allegedly paying bribes to get their children into elite colleges has raised a lot of questions about the college admissions process. While fewer than 100 students were involved—out of more than 1 million new college freshmen every year—the scandal brings up larger issues of equitable college access and high income inequality in California.

More than half of Californians (53%) say qualified students from low-income families have less opportunity than other students to get a college education, according to a 2018 PPIC survey. Even without resorting to bribery, there are many advantages that students from high-income families have in college admissions, including living in safer neighborhoods, attending better high schools, and having more help preparing for the application process (e.g., paying for SAT or ACT prep courses). Admission practices at most private colleges also favor students who can pay the full price of attending.

Our recent report on economic mobility and higher education highlights the challenges facing low-income students in California—but also offers some hope. Although recent high school graduates from low-income families are less likely to enroll in college than students from higher-income families, a greater percentage of low-income students go to college in California (67%) compared to other states (58%). Enrollment gaps between low- and high-income students in California (21 percentage points) are also substantially lower than in the rest of the country (31 percentage points).

California’s large public higher education system is key to ensuring broad access. The University of California (UC) enrolls more low-income students than any other public research university system in the country. Indeed, applicants from disadvantaged backgrounds are given extra consideration in UC’s “holistic review” process. Thirty-eight percent of UC undergraduates in 2016–17 received Pell grants (federal grants to low-income students), compared to 26% of undergraduates at public research universities in the rest of the country.

California State University (CSU), the largest public university system in the country, provides even more access than UC. Almost half (49% in 2016–17) of CSU students receive Pell grants. California’s private nonprofit colleges also play an important role, with 29% of their undergraduates receiving Pell grants.

But perhaps most important are California’s community colleges. More than half of low-income students who attend college in California start at a community college.

Although college access for low-income students in California is relatively good compared to the rest of the nation, more can be done. For example, improving financial aid would make college more accessible to more low-income students and would likely lead to higher graduation rates. And because so many low-income students start at community colleges, increasing transfer rates is critical to ensuring that higher education continues to serve as a ladder of economic mobility. New reforms at the community colleges—including changes in remediation and the Associate Degree for Transfer program—should lead to substantial increases in transfer and help more students achieve their academic and economic goals.

Helping Community College Students Succeed

California’s community colleges are implementing new policies in developmental (or remedial) education that could improve completion of transfer-level courses for tens of thousands of students every year. Recently passed legislation should result in the vast majority of entering community college students bypassing developmental education and enrolling directly into transfer-level courses in English and math. Many of these students will be provided with concurrent remedial support to help them succeed—namely, co-requisite courses, which feature group work to reinforce difficult concepts, just-in-time remediation, and other activities.

These reforms mark a dramatic change from the traditional approach, which required most students to complete developmental English and math before they could take transfer-level courses. In fact, as of the 2017–18 academic year only half of students enrolling in an English course for the first time and about one-third of first-time math students were able enroll in a transfer-level course. Previous PPIC research shows that students who start college in developmental education are significantly less likely to successfully complete transfer-level courses.

The new policies will be implemented systemwide by fall of 2019, but some colleges began offering co-requisite courses ahead of schedule—as early as 2015–16. Implementation has been faster in English than math: as of 2017–18, 33 of the state’s 115 community colleges were offering English co-requisites, while only 16 offered math co-requisites. This is not surprising, considering that co-requisite support in math must be tailored to the transfer-level courses required for different majors (e.g., statistics, business calculus, pre-calculus, college algebra, math for liberal arts). Between 2016–17 and 2017–18, enrollment in English co-requisites more than doubled (to 8,200), while enrollment in math co-requisites increased 36% (to 1,300).

A recent PPIC report found that students enrolled in co-requisite courses are significantly more likely to successfully complete transfer-level courses in math and English than students who started in traditional prerequisite developmental education courses. And they are as likely as those who do not receive co-requisite support to complete transfer-level courses within a year. This is notable because students who take transfer-level courses without co-requisites have been identified as college ready.

The early evidence on co-requisites is promising. As colleges move into the full implementation phase, ongoing research can help them understand what happens as they broaden access to transfer-level courses to a diverse group of students, what types of concurrent support work best, and how co-requisite students perform in subsequent college-level courses.